Being a reflective practitioner is an important part of the teaching profession. Opportunities to reflect before, during, and after planning, at the end of a unit, and at the end of the year, can be guided by the following questions.
These reflective questions have been provided by Maureen Braun, Curriculum Department for the Ministry of Education, 2012.
Some Reflections Before, During and After:
What outcomes (in whole or part) will guide your planing?
How will students demonstrate the desired understandings, abilities, skills, processes, strategies, thinking?
How will students' achievement be formally evaluated and reported?
How have you planned for and identified students' readiness levels, prior knowledge, and background experience at the beginning of key lesson segments?
How have you facilitated/planned for student engagement with and exploration of the questions for deeper understanding (Q4DU)?
How have you facilitated students' ongoing reflection on and consideration of Q4DU?
How have you attended to Before, During, and After Learning organizational structure for each lesson?
How have you modelled strategies and scaffolded instruction for CR, CC, and AR within the lessons?
Have you provided guided practice opportunities for strategies?
Have you planned for and facilitated co-construction of models, rubrics, self-assessment tools?
How have you capitalized on the texts as vehicles for contextualized, meaningful language study for each text/each lesson?
How have you facilitated/planned for student exploration of the questions for deeper understanding?
How have you facilitated self-reflection among students? How have you scaffolded, modelled, and integrated student self-reflection and goal setting within lessons?
Have the learning experiences you have planned take students to the Broad Areas of Learning, the Cross Curricular Competencies and the aim of ELA?
How have you engaged students in challenging their own thinking and inquiring further into injustice and social action?
Reflection on an Effective Language Arts Program
Use the following reflective prompts to help you identify strengths and areas to improve your own ELA Program. The levels are based on Sun West's reporting process: Consistenly, Usually, Sometimes, Rarely
C
U
S
R
I provided meaningful contexts that addressed "big idea" and questions for deeper understanding.
C
U
S
R
I focused on grade-specific outcomes to achieve the K-12 aim and goals of the program.
C
U
S
R
I focused on language and helped students understand how it worked.
C
U
S
R
I taught students through powerful cognitive and communication strategies.
C
U
S
R
I included a range of texts (oral, print, and other forms).
C
U
S
R
I encouraged student inquiry, social responsibility and personal agency, and self-reflection.
Being a reflective practitioner is an important part of the teaching profession. Opportunities to reflect before, during, and after planning, at the end of a unit, and at the end of the year, can be guided by the following questions.
These reflective questions have been provided by Maureen Braun, Curriculum Department for the Ministry of Education, 2012.
Some Reflections Before, During and After:
Reflection on an Effective Language Arts Program
Use the following reflective prompts to help you identify strengths and areas to improve your own ELA Program. The levels are based on Sun West's reporting process: Consistenly, Usually, Sometimes, Rarely